Artifact 3: Pre-conference Survey/Back and Forth Notebook
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
The last piece of evidence is pre-conference survey's and a “back and forth” notebook. The notebook is an interaction between the parents of a student and myself that provides proactive, clear and constructive feedback about student progress in the classroom and at school. The notebook is sent home each day with notes on how the day went, and returned the following day with a response from the parent. I provide instructional strategies this student can do at home, that will help him meet his needs at school. In addition to the backand forth notebook, I try to make phone calls to his home about the positives happening at school at least once a month. In addition to the back and forth notebook for this one student, I sent home pre-conference surveys to parents. This document was filled out by the parents to address any concerns
This evidence supports Standard 2, Elements D and E. Element E addresses that teachers provide proactive and
construction feedback to families and collaboratively work together. We have accomplished just that, with the back and forth notebook as I am adapting behavior and lessons the address this students' needs, monitoring participation and performance and implementing recommendations to address his needs in a challenging and supportive way. The parent’s feel satisfied that their child is being looked after and instruction and discipline is targeted to their child’s needs. This students has attention and behavior concerns, but with the communication between parents and myself, we have worked together to help the life of this student and reach his academic success. Element D states that teachers adapt their teaching for the benefit of all students including those with special needs across a range of ability levels. This student is more open with communicating what he needs from me, and coping by self reflection and persistence to classroom situations.
I have found that creating this back and forth notebook has helped this student grow in different areas this year. Adjusting lessons and homework to address the individual student needs has helped the student improve not only at school, but home . I monitored the quality of participation and performance during class time and consistently challenge and support him to his best ability. During the October parent teacher conferences, we established that a back and forth notebook would be the best option to stay in communication regarding school and home successes and concerns. Some weeks there are less notes, but over all, we have addressed his struggles and adjusted appropriately. He is soaring in the classroom, currently, and we will do everything to ensure it stays that way. The best part is the student has become accountable for his own actions and verbalizes what he needs from me.
ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs across a range of ability levels.
ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.
The last piece of evidence is pre-conference survey's and a “back and forth” notebook. The notebook is an interaction between the parents of a student and myself that provides proactive, clear and constructive feedback about student progress in the classroom and at school. The notebook is sent home each day with notes on how the day went, and returned the following day with a response from the parent. I provide instructional strategies this student can do at home, that will help him meet his needs at school. In addition to the backand forth notebook, I try to make phone calls to his home about the positives happening at school at least once a month. In addition to the back and forth notebook for this one student, I sent home pre-conference surveys to parents. This document was filled out by the parents to address any concerns
This evidence supports Standard 2, Elements D and E. Element E addresses that teachers provide proactive and
construction feedback to families and collaboratively work together. We have accomplished just that, with the back and forth notebook as I am adapting behavior and lessons the address this students' needs, monitoring participation and performance and implementing recommendations to address his needs in a challenging and supportive way. The parent’s feel satisfied that their child is being looked after and instruction and discipline is targeted to their child’s needs. This students has attention and behavior concerns, but with the communication between parents and myself, we have worked together to help the life of this student and reach his academic success. Element D states that teachers adapt their teaching for the benefit of all students including those with special needs across a range of ability levels. This student is more open with communicating what he needs from me, and coping by self reflection and persistence to classroom situations.
I have found that creating this back and forth notebook has helped this student grow in different areas this year. Adjusting lessons and homework to address the individual student needs has helped the student improve not only at school, but home . I monitored the quality of participation and performance during class time and consistently challenge and support him to his best ability. During the October parent teacher conferences, we established that a back and forth notebook would be the best option to stay in communication regarding school and home successes and concerns. Some weeks there are less notes, but over all, we have addressed his struggles and adjusted appropriately. He is soaring in the classroom, currently, and we will do everything to ensure it stays that way. The best part is the student has become accountable for his own actions and verbalizes what he needs from me.
Below are pre-conference surveys sent out to parents and returned with comments or questions to discuss during our time together at parent teacher conferences.
Below is a look into a "back and forth" notebook between a parent and myself discussing concerns, successes and strategies to help a student reach their academic potential.